text:
Transfers from Regionally Accredited Colleges and Universities
Students who have attended regionally accredited community colleges may transfer up to 90 semester hours of credit. There is no limit on the number of credits transferred from regionally accredited baccalaureate-granting colleges and universities. For admission purposes, NMU calculates the grade point average of transfer students on college-level courses only, using credits attempted and honor points earned. All acceptable courses completed with a grade of C- or better are entered on the student's permanent record and may be applied toward graduation requirements. Transfer courses where a grade lower than a C- is earned will not be entered on the student's NMU transcript, but will still fall under the course repeat policy and may result in loss of NMU credit. An academic department may require a specific grade for a particular course or a specific grade point average for a group of courses, which may include grades earned in transfer courses. These requirements supersede university requirements for transfer grades.
If a transfer course is equivalent to a Northern Michigan University course, a direct course equivalency will be granted even if the number of credits is different. If a transfer course has no direct equivalent, but could be taught by an NMU department, the course will be assigned departmental credit. The course may, at the department's discretion, be used as a program elective. Transfer courses must be at least one half of the credit hours of their equivalent NMU course. If a course has no equivalent and no home department can be established, the course will be assigned general elective credit. The course can be used to meet the free or general electives available for most degrees. An attempt is made to designate courses with no NMU equivalents that can be used to meet the General Education program requirements.
Students who have taken CLEP, APP-CEEB, or International Baccalaureate exams should submit their scores. See the "Advance Placement Policy" in this section of the bulletin for additional information.
No transfer credit is granted for remedial courses or for courses from religious-affiliated colleges or universities that are doctrinal in nature. Transfer credit is not granted for departmental advance placement unless a grade is awarded and the course is included in semester earned hours.
If a student believes that his or her transfer credit evaluation does not accurately reflect the course work he or she has completed, a syllabus for the courses in question should be provided to the Registrar's Office for review.
Transfers from Non-Regionally Accredited Colleges
A student who has credit from a college or university not accredited by a regional accrediting body may, under certain circumstances, receive credit for all or a portion of his or her work. Departmental advance placement credit may be a possibility.
Transfers from International Institutions
All students who have taken college/university level coursework outside of the United States, with the exception of those educated in Canada, must submit their credentials to an acceptable external credit evaluator and have a course by course evaluation sent to NMU. External credit evaluators will be considered acceptable if they are recognized members of NACES (National Association of Credential Evaluation Services). The university follows the recommendation of these agencies. NMU may request an evaluation of credentials of Canadian students from an outside agency on an individual basis.
Transfers from Military Service Schools
Northern Michigan University generally follows the guidelines of the American Council of Education in evaluating military credit. NMU does not grant HP activity credit for basic (recruit) training or for credit at the upper division level. Credits for military schools and courses from the Community College of the Air Force are assigned general elective credit. They can be used as general electives, but may meet major or minor requirements upon the recommendation of a departmental adviser.
Students who have completed basic training and have a recommendation on their military transcripts for physical well being, physical fitness or other descriptions of material covered in NMU's HP 200 Physical Well Being will receive transfer credit for that course.
Transfers Under the Michigan Transfer Agreement (MTA)
Students who transfer to Northern Michigan University from a Michigan community college who have Michigan Transfer Agreement Satisfied posted on their transcript will be considered to have met the requirements of NMU's General Education program. Students will still be expected to complete all other degree requirements, including graduation requirements (world cultures, mathematics competency, written competency and lab) and any courses listed as "Other Required Courses" that may also be General Education courses. Transfer students who do not complete the entire block of courses required by the MTA will receive credit for the courses they do complete on the basis of individual evaluation and established transfer equivalencies.
Transfers Under the MACRAO Agreement
Students who transfer to Northern Michigan University from a Michigan community college who have the MACRAO stamp on their transcript have usually completed the first four divisions (or equivalent) of our liberal studies requirements which include foundations of communication (composition I and II), foundations of humanities, foundations of natural science and math, and foundations of social sciences. NMU employs a best fit approach to applying transfer credit which may, to the benefit of the student, apply credit to a requirement other than the four listed above.
NMU applies courses transferred under the MACRAO Agreement in accordance with guidelines established by its faculty. Courses used to satisfy the MACRAO Transfer Agreement will not apply toward NMU's liberal studies programs if:
- The grade earned in the course was less than a C-.
- The course is not accepted for transfer credit by NMU. For example, mathematics courses below the level of college algebra are not accepted.
In the event that a student cannot transfer individual course(s) included in the MACRAO Agreement due to one of the reasons listed above, the student must complete a course at NMU that meets the specific divisional requirement.
The MACRAO Agreement is designed for freshman and sophomore requirements. It does not cover upper division requirements or graduation requirements not a part of the liberal studies requirements, although with careful selection of courses students may complete these requirements at the community college. NMU does not recognize the MACRAO Agreement if a student has attended a community college outside the state of Michigan, has attended a baccalaureate institution before or while attending a community college, or was originally matriculated at NMU and subsequently took courses at a community college. An exception to this policy is granted to transfer students from Bay De Noc Community College and Gogebic Community College who were dually enrolled at their community college and at NMU in approved consortium degree programs.
Northern Michigan University is supportive of the establishment of articulation agreements with local and regional community and technical colleges. An articulation agreement is an officially approved agreement that designates coursework between two schools to meet degree requirements. They are intended to help provide a smooth transition for students transferring from a community college to Northern Michigan University. We currently have articulation agreements with Bay de Noc Community College, Fox Valley Technical College, Gogebic Community College, North Central Technical College, Northeast Wisconsin Technical College, Oakton Community College, with other agreements in the process of being developed.
Transfer Student Graduation Requirements
Transfer students must earn a minimum of eight credits in each major and a minimum of four credits in each minor. They need a minimum NMU cumulative GPA of 2.00 to be eligible for a degree. Additionally they must meet the minimum degree credit requirements and GPA established by their academic departments.
Students seeking a bachelor's degree must earn 30 credits at Northern Michigan University. Associate degree, certificate and vocational diploma candidates must earn 16 credits at NMU.
Guest Student Applications and Transfer Credit Policies for NMU Students
NMU students who take classes at other institutions as guests must complete a guest student application, available in the Registrar's Office. For Michigan colleges and universities, this application is the only one necessary and the student does not need to submit a transcript to the guest college. Out-of-state colleges may have additional requirements. The Registrar's Office assists students in completing the application and will review courses to ensure that they are transferable.
Note: Students who attend other institutions without completing a Guest Student Application assume the responsibility for course transfer. All students must request an official transcript of their courses from guest colleges and universities to be sent to the Registrar's Office at NMU.


text:
Open Letter
To: Bill Gates of Microsoft
From: Banta Singh of Punjab
Subject: Problems with my new computer
Dear Mr. Bill Gates,
We have bought a computer for our home and we have found some problems, which I want to bring to your notice.
1. There is a button 'start' but there is no 'stop' button. We request you to check this.
2. We find there is 'Run' in the menu. One of my friends clicked 'run' he ran up to Amritsar ! So, we request you to change that to 'sit', so that we can click that by sitting.
3. One doubt is whether any 're-scooter' is available in system? I find only 're-cycle', but I own a scooter at my home.
4. There is 'Find' button but it is not working properly. My wife lost the door key and we tried a lot trace the key with this ' find' button, but was unable to trace.. Please rectify this problem.
5. My child learnt 'Microsoft word' now he wants to learn 'Microsoft sentence', so when you will provide that?
6. I bought computer, CPU, mouse and keyboard, but there is only one icon which shows 'MY Computer': when you will provide the remaining items?
7. It is surprising that windows says 'MY Pictures' but there is not even a single photo of mine.. So when will you keep my photo in that.
8. There is 'MICROSOFT OFFICE' what about 'MICROSOFT HOME' since I use the PC at home only.
9. You provided 'My Recent Documents'. When you will provide 'My Past Documents'?
10. You provide 'My Network Places'. For God sake please do not provide 'My Secret Places'. I do not want to let my wife know where I go after my office hours.
Last one to Mr Bill Gates :
Sir, how is it that your name is Gates but u are selling Windows ?

subset: commoncrawl


text:
California couple hopes their voluntourism films inspire others
A LITTLE MORE than three years ago, Steve and Joanie Wynn were looking to get out of a rut. Their video production company, Bayside Entertainment, was in a slump along with the rest of the economy.
So when Joanie Wynn stumbled upon Roadmonkey Adventure Philanthropy, a fledgling business started by a former New York Times war correspondent, she thought, here's a chance to do something different — document six women volunteering at a school for AIDS orphans in Tanzania while also enjoying a trip abroad and scaling Mount Kilimanjaro.
The experience was "life-changing." The Muir Beach couple returned with a lot more than a sense of adventure and some great footage; they discovered a new purpose and passion.
"We both traveled extensively before and to Africa before on various projects," says Joanie Wynn, who worked in Hollywood for clients such as Disney, Sony and Dreamworks. "But we were amazed by the transformation by the people who were on the trip, and we came back and thought, wow — these are the stories we really want to tell."
They launched Journey for Good (http://journeys4good.com), a website that lists voluntourism opportunities in hopes of inspiring others to participate. Their documentary, "A Journey for Good: Tanzania," which aired on public TV stations around the country, garnered four Emmy nominations and two Telly Awards. Now they're in talks with KQED to turn "Journeys for Good" into a series.
"Travel programs resonate with our audiences" says Scott Dwyer, KQED's director of programming. "'A Journey for Good' was the first travel show I've seen that expanded the definition what a vacation can be when you include 'doing good' at the same time. I think the producers are on to something."
The Wynns and their 9-year-old son, Ryan, a third-grader at Willow Creek Academy in Sausalito, left for Cambodia on Dec. 26 with Global Aware to document their second voluntourism trip together. (Last spring, Steve Wynn traveled with a group of women who built a playground at a school in Nicaragua.) This time, the family is joining others in building wheelchairs for land mine victims, teach English to Buddhist monks and a well at a home for the disabled.
Their focus is not only on the projects, but also on the people who volunteer — what motivated them, how it changed them.
"Our goal is to show people that this is a great way to travel differently," she says. "You can still go and experience a different culture, a different country and have an even richer and deeper experience by working side-by-side with local people."
Working with locals is an entirely different experience than arriving in a village or community to donate books or schoolbags, she says.
The Wynns got close to the teachers, students and local laborers as well as the bibi — the Swahili word for grandmother — who started the school as they built desks, refurbished classrooms and installed a water filtration system among other improvements together.
"We felt so honored to be invited into her home and share lunch each day," Joanie Wynn, 48, says. "Those are experiences you don't get to do just by being a tourist."
"The connection was not just with the people we were serving but the people we were following," Steve Wynn, 52, says. "It was really neat to see how they changed and how their view of the world changed. You could see the potential ripple effect."
Neither had done extensive volunteering before, although Steve Wynn, a Marin native and longtime cameraman who has worked with the Discovery, History and Travel channels, has been a Muir Beach volunteer firefighter since 2009 and the chief for the past year.
Voluntourism has been one of the fastest growing forms of travel, according to volunTourism.org, which follows the industry. Last year, global guidelines were developed for the first time to help voluntourism organizations focus on sustainable projects, community needs and responsibility.
That's important to the Wynns, too, who only establish relationships with nonprofit groups that embrace that philosophy for their series.
"It's really important that the trips that we do and the trips that we cover, to go with well-vetted organizations who have been around for a while, who focus on sustainable projects and that really have good in-country relationships with nonprofit organizations so you know that it's a good project that will actually benefit the local people," she says.
So far the Wynns have had to raise the money for the series themselves. "It's still a passion project," she says.
But the stories need to be told, they believe.
"If more people do the smaller projects, bit by bit, it can make a bigger impact," says Steve Wynn.


text:
Advanced Search
Campus Technology 2010
This year's 11 Campus Technology Innovators were honored in an award ceremony kicking off the Wednesday morning keynote.
The Innovators were also featured prominently throughout the conference. In a popular breakout session, "Innovations in Teaching and Learning With Technology" (pictured, top left), three Innovators in the Teaching and Learning category presented on their award-winning projects, shared insights and lessons learned, and explored the nature of innovation in education technology. For more on all of the Innovators, see campustechnology.com/innovators.)
Many of the Innovators also presented in the Wednesday poster session (pictured, bottom left), where attendees got an up-close look at the winning projects, met with Innovator team members, and took home new ideas and inspiration.
View More Webcasts
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[Page 75]
Translated by Bill Leibner Usually, the Jewish community of Zloczew had one rabbi, one dayan and two schochtim (plural of schochet). This was the custom and continued for years. With regards to rabbis, it is worth mentioning that Zloczew had three rabbis with the same first names - Aaron Moshe. Yet, they were not related in the least.
The new rabbi and the new schochet worked harmoniously together as time went by. They respected and understood each other. For example, the rabbi always invited the schochet to be a member of the judicial panel that heard cases between Jewish litigants. When the cases were adjudicated and the parties offered payment to the rabbi for his services, he refused to accept the money and insisted that the schochet take the money. The rabbi claimed that he had no children and therefore did not need the money. But he pointed to the schochet and told him, You have many children and really need the money - so please take it.
[Page 76]
Due to the respect of the dead, the incident passed without recriminations. Everybody kept his temper under control. But following the funeral, the strains became obvious and soon the Jewish community was divided into two camps: the Gerer Hassidim camp on one side and the Alexander Hassidim on the other side. The disagreements intensified with the search for a new rabbi. Each camp wanted a rabbi that was associated with its own camp. Eventually, the camp of the Alexander Hassidim won the race in spite of the fact that they were a minority in the city. However, they represented the Jewish elite in Zloczew, namely they were the well to do Jews in town. Their position swayed many Jews in the community. The struggle between the two camps would have continued for some time if the Gerer Rabbi had not made peace between the two factions In person, he visited the city of Zloczew when he was in the vicinity and brought the two factions together.
[Page 77]
When I was a small child, I remember that my uncle, may his memory be blessed, told me about a shul in Zloczew, about which a number of legends circulated -about its uniqueness, its magnificence and glory, and exceptional beauty. Regretfully, the shul burned down.
The famous Jewish cultural researcher, Director of the Museum of Ethnography and Folklore in Tel Aviv, engineer David Dawidowicz, mentioned the Zloczew shul in his book Wall Paintings of Synagogues in Poland. He writes: The synagogue was built in the 18th century based on the designs of the famous artist, Hillel Benjamin (born in Lask), who established three similar shuls in Poland: in Lutomiersk, Zloczew and in Kornik.. These shuls stood out because of the unique style of their structure. Scholars maintain that Hillel Benjamin was an underlying influence on contemporary Western European architecture.
The Zloczew shul of the time was mentioned in the Yizkor books of the neighboring towns Zdunska Wola and Pavianitz, and therein the tragic fall was also described, that by the structure of the shul in Zloczew did the artist Hillel Benjamin perish, when he fell from the roof of the structure and died when he hit the ground. He was buried in the Jewish cemetery in Zloczew, where now there is no memorial remaining.
The exterior wall of the synagogue |
The upper wall of the synagogue |
[Page 78]
The famous synagogue was completely destroyed by fire, down to its foundations, in the year 1885, in the days of The Great Fire as the elders of the town of Zloczew used to call it.
Immediately after the burning of the old synagogue, work began on the construction of a new synagogue, built of stone, unlike the previous one that was built completely of wood. The driving force behind the construction of this synagogue was Yitzchak Wolkovicz, may his memory be blessed, who for decades served as the head of the community in Zloczew and labored greatly on behalf of the people of his town. During the time that he served as head of the community, the Jewish population in Zloczew grew and flourished.
Reb Yitzchak was a liberal man in his outlook, educated and progressive. During the days of the famous culture war that lasted for many years, he stood on the side of the educated and, while not alone, it was on him to defend the young men of the Bet HaMidrash from the fury of the envious Hasidim. Sometimes, he was imprisoned by the authorities on security grounds because of the rumors that revolutionary books were in the hands of the young men (the authorities, as was known, were very sensitive in this area). Reb Yitzchak Wolkovicz, may his memory be blessed, had to prove that the books were printed with the authorization of the censor (see what was written by Eisik Faiwlowicz, may his memory be blessed Origins of Zloczew Jews''- p. 19).
For the construction of the new synagogue, he dedicated his own resources and wealth. Visible to the worshipers in the synagogue, they were always in the presence of the many donations from the house of Wolkovicz. These took the form of sacred paraphernalia such as: cotton torah scrolls, tablecloths, etc. Over the complete length of the eastern wall, the women had hung a curtain (so as not to be disturbed by regular outbursts from the male congregants) that had written on its edges Sarah Leah wife of Reb Yitzhak Wolkovicz. One remnant of the sacred vessels in the synagogue that survived the flight after the Holocaust arrived in Israel with one of the townsfolk. The vessels had been made of copper, with handles all around the perimeter, by which the Levites grasped them at the time of the washing of the hands of the Kohens, before the blessing of the Kohanim. On the edge of this vessel were inscribed the words: Donated by - Reb Yitzchak Wolkovicz.
[Page 79]
Translated by Bill Leibner We had a nice tradition in Zloczew that continued for generations regarding children that had to start the cheder or Hebrew school. (The Hebrew school usually consisted of one room that also served as the living place of the teacher). When a boy reached the age of three years, the father would usually wrap him up in his large talith or prayer shawl (practically all were big) and carry him to the cheder that he chose for the child. There, the melamed and the other students would await the new arrival. As they arrived, a young student climbed up the stove with a candy in his hand. The father removed the talith and seated his son next to the melamed The latter would show the boy a page with the Hebrew alphabet. At that moment, the melamed gave a sign to the hidden student to drop the candy on the page of the alphabet. The candy fell on the page and the melamed took it and gave it to the new student. The implication was clear - that an angel from heaven had dropped the candy. The melamed would usually add that if the student will be a good pupil and listen to the melamed, the angel will always drop candy.
[Page 80]
Translated by Bill Leibner After a number of years of Chumash studying, whereby the student acquired the ability to read Hebrew texts and Rashi script, his middle education was finished. He was now ready for the third level of education, namely the study of the Talmud. There were special Talmud teachers that had their own cheders. There were two teachers in Zloczew: Lozer (Eliezer) and Shaul Abba. Their students were already older boys that started their studies at 7 A.M. until midday when they went home to eat lunch Then they returned to the cheder where they remained until the evening. In winter days, the studies continued until the dark hours of the night and the students had lanterns to guide them home in the darkness. I still remember some of the meaningless rhymes that we recited heading home, namely the life of Sarah is a long night, that is why we are starting to march tonight (loose Yiddish translation).
The students were older and some did not pay attention or were distracted in their studies They did not remember or did not comprehend the texts. The teacher was not bashful and used the whip or even slapped the student. The melamed's or teacher's life was not an easy one. His wages were meager. Some of the parents did not pay on time or paid less than they were supposed to. The poor parents could not pay. Thus the teacher's income was always short and he was frequently forced to develop an extra source of income. The teacher Lozer dealt with dishes That is, his wife had a cart that was stacked with dishes. The students of the cheder would push the cart to the market where she would stand and sell her merchandise. The students would take their time returning to the cheder. Along the road, they would play with their pocket knives or roll steel rims. Students spent several years with the Talmud teachers. Then some would continue independently in their studies in the study center or Beit Hamidrash while others started to work to help their families.
Young Members of the Agudat Israel On the right, Moshe Beser, Mordechai Mayerowicz, Arie Faivelowicz and Arie Kshepicki |
JewishGen, Inc. makes no representations regarding the accuracy of
the translation. The reader may wish to refer to the original material
for verification.
JewishGen is not responsible for inaccuracies or omissions in the original work and cannot rewrite or edit the text to correct inaccuracies and/or omissions.
Our mission is to produce a translation of the original work and we cannot verify the accuracy of statements or alter facts cited.
Zloczew, Poland Yizkor Book Project JewishGen Home Page
Copyright © 1999-2024 by JewishGen, Inc.
Updated 23 Jan 2008 by LA


text:
So Facebook has a new feature which display all your friends activity (even things you wouldn't previously have been notified of (such as "X liked Y's picture")) above the chat/messaging bar on the right side of the screen.
I do not like this.
Is there a way I can prevent myself from showing up in this to my friends?


text:
Edublogs, the platform hosting this blog and two million others, is celebrating its seventh birthday today!
It's been hosting this blog since I began writing it five-and-a-half years ago. I think it's the best place for any teacher or student to write a blog.
I hope Edublogs has many more years ahead of it….


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Criminal and Civil Court Processes
Trial Procedure
Depending on the type of action, a case may be tried before a judge (bench trial) or before a jury with a judge presiding. Whether the case is civil or criminal, or tried by a judge or jury, the procedure is essentially the same.
Jury Selection
At the trial's beginning, the clerk calls a panel of prospective jurors. The judge or, in some cases, the lawyers, ask the potential jurors questions about their background and general beliefs to determine any biases or prejudices. This process is called "voir dire." If any attorney or judge feels that a juror is not qualified for the case, the juror is excused for cause. There is no limit to a party's challenges for cause. Both sides are also entitled to a certain number of peremptory challenges, which means they may excuse some prospective jurors without stating any reasons (unless the motives appear racially motivated).
Opening Statement
Attorneys for each side make statements to inform the court and jurors of the nature of the case, the evidence they will present, and the facts they expect to prove. The defense may choose to wait to make an opening statement until after the prosecution has rested its case, or may choose not to make one.
Prosecution Evidence/Witnesses
Each side makes its case based on testimony from witnesses and physical evidence. The prosecutor/plaintiffs call their witnesses for direct examination to state what they know about the alleged crime or injury. The defense may ask questions of the same witnesses (cross- examination). Then the prosecutors/plaintiffs may re-examine their witnesses (re-direct). Physical evidence, such as documents, pictures and other exhibits, is also introduced.
Defense Evidence/Witnesses
After the prosecution has rested its case, the defense may call witnesses to give testimony to disprove the prosecutor's/plaintiff's case and to establish the defendant's case. The prosecutor/plaintiff may cross-examine the witnesses. The defense may then re-examine its witnesses.
When the defense has presented all its witnesses, the prosecutor/plaintiff may again call witnesses to rebut any new information introduced by defense witnesses. The judge may allow surrebuttal (a rebuttal to the rebuttal) by the defense.
Jury Instructions
Before closing arguments, the judge will instruct jurors carefully as to what law they are to follow. In civil cases, the jury must determine that a preponderance of the evidence favors one party. In criminal cases, the defendant must be found guilty beyond a reasonable doubt to be convicted.
Closing Argument
After jury instructions are given, both attorneys summarize the evidence and testimony in an effort to persuade the judge or jury to decide the case in favor of their client. The prosecution makes its closing argument first, then the defense, and then the prosecution responds to the defense's closing argument. Either side may waive closing arguments.
Jury Deliberations
After closing arguments, the court orders the jury to retire to the jury room for deliberations.
In criminal cases, a verdict must be unanimous and must be given in open court with the defendant present, unless he chooses not to be.
- For criminal cases there are four possible verdicts guilty, not guilty, not guilty by reason of insanity, or guilty and mentally ill. If the jury cannot agree on a verdict, the judge may declare a "hung" jury, declare a mistrial, and order a new trial.
- For civil cases, two types of verdicts are rendered - general and special. The verdict does not have to be unanimous; at least three-fourths of the jurors must agree to the verdict. In general verdicts, the jury has decided the case either in favor of the defendant or the plaintiff. In special verdicts, a general decision is not announced. Rather, the jury has answered certain factual questions, leaving the "total" decision up to the court.
- In a criminal case, after a verdict of guilty or a plea of guilty, the defendant has the right to be sentenced in no fewer than two nor any more than 45 days following conviction. If the defendant chooses, he or she may waive that time and may be sentenced on the day of conviction.
- In a civil case, after the verdict or after the court has decided the facts in a bench trial, a judgment will be rendered. The court will award money damages or injunctive relief.


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Traevon Jackson's shot sends Wisconsin past No. 12 Minnesota
MADISON, Wis. -- Traevon Jackson hadn't made many shots the past few games. Still, with the game on the line Saturday, the Wisconsin sophomore point guard was full of confidence.
He came through for the Badgers.
Jackson narrowly beat the shot clock and hit a 15-foot jumper from the right side with 4 seconds left as Wisconsin edged No. 12 Minnesota 45-44, the Golden Gophers' fourth straight loss.
"I didn't have any doubt," said Jackson, who also hit a foul-line jumper with 1:03 remaining to tie the score at 43 and finished with nine points.
After Jackson gave the Badgers (14-6, 5-2 Big Ten) a 45-43 lead, Minnesota called a timeout with 1.8 seconds left and inbounded from half court. Wisconsin's Mike Bruesewitz fouled Trevor Mbakwe on the play, but the big man was unable to shoot the ensuing free throws because he aggravated a right wrist injury.
Badgers coach Bo Ryan selected Rodney Williams to take Mbakwe's spot. Williams, who came in shooting 64.9 percent from the line, hit the first free throw but missed the second, and Sam Dekker grabbed the rebound to seal the win for Wisconsin.
Dekker and Ryan Evans scored 10 points apiece to lead the Badgers, who ended a two-game slide and have beaten Minnesota 15 times in the past 16 meetings in Madison.
Andre Hollins had a game-high 20 points for the Gophers (15-5, 3-4), but was called for an offensive foul on Ben Brust with 39.1 seconds left and the score tied at 43 to set the stage for Jackson's late shot.
"It was a big momentum-changer in the game," Hollins said of the charge. "My decision-making on that play was very poor. Those are the little things that cost us the game."
Jackson ran down the clock, maneuvering over the 3-point line with about 6 seconds left. He faked a shot, which sent the 6-foot-8 Mbakwe flying past him, then put up the decisive jumper -- replays showed he released the ball just before the 35-second shot clock expired.
The ball rattled around the rim, but Jackson -- the son of 14-year NBA veteran Jim Jackson -- said his faith never waned.
"It hit a little bit of the front rim, then a little bit of the back rim and I'm like, 'That's going in,' " said Jackson, who shot 4 for 7 from the floor after making just 21 percent of his shots (6 for 28) the previous three games.
Jackson's confidence didn't surprise Ryan.
"If you're going to be a player, you have to be that way," he said. "There can't be any doubts. You have to be the one that says, 'OK, we can do this.' I don't know any other way a guy would think, period."
For Ryan's counterpart, it was an all-too-familiar result.
"That's a recipe for getting a loss: just not be disciplined defensively, and not be disciplined offensively," said Tubby Smith, whose team was held to a season low for points and was outrebounded 35-29. "We've had three chances now to break (the losing streak), and it's been the same. We had a good shot today; we had a good shot (Wednesday) against Northwestern. We just haven't stepped up to the plate.
"Maybe we're just not pushing the right buttons to get guys to do what they have to do. No one wants to play bad. Nobody's trying to lose. But, obviously, it becomes a state of mind."
Wisconsin trailed by as many as eight in the first half, but Evans scored six points in a 13-2 run just before halftime. Neither team led by more than five in the second half in the Badgers' third Big Ten game this season in which both teams failed to score 50 points.
The Badgers are 57-1 under Ryan at home when allowing fewer than 50 points -- Tuesday's 49-47 setback to No. 13 Michigan State being the only loss.
Game Information
- Referees:
- Mike Kitts
- Ted Valentine
- Ray Perone
2023-24 Big Ten Conference Standings
Team | CONF | GB | OVR |
Purdue | 14-3 | - | 25-3 |
Illinois | 11-5 | 2.5 | 20-7 |
Northwestern | 10-6 | 3.5 | 19-8 |
Nebraska | 10-7 | 4 | 20-8 |
Wisconsin | 10-7 | 4 | 18-10 |
Michigan State | 9-8 | 5 | 17-11 |
Iowa | 9-9 | 5.5 | 17-12 |
Minnesota | 8-8 | 5.5 | 17-10 |
Penn State | 8-10 | 6.5 | 14-15 |
Indiana | 7-10 | 7 | 15-13 |
Maryland | 7-10 | 7 | 15-13 |
Rutgers | 6-10 | 7.5 | 14-13 |
Ohio State | 6-11 | 8 | 16-12 |
Michigan | 3-14 | 11 | 8-20 |


text:
Religion played a role in Nazi Germany but as with so many other aspects of life in the state, religion became the 'property' of the government with the introduction of the Reich Church. While Hitler had been brought up as a Roman Catholic, he rejected Christian beliefs as an adult. He wrote in 'Mein Kampf' that "antiquity was better than modern times because it did not know Christianity and syphilis." Hitler also forwarded other reasons in 'Mein Kampf' as to why Christianity should be rejected.
1. It protected the weak and the low.
2. Christianity was Jewish and Oriental in origin and it forced people "to bends their backs to the sound of the church bells and crawl to the cross of a foreign God."
3. Christianity began 2000 years previous among sick, exhausted and despairing men who had lost their belief in life.
4. The Christian tenets of forgiveness of sin, resurrection and salvation were "plain nonsense".
5. The Christian idea of mercy was a dangerous idea and "un-German".
6. Christian love was a silly idea because love paralysed men.
7. The Christian idea of equality protected the racially inferior, the ill, the weak and the crippled.
Alfred Rosenberg was considered to be the Nazi Party's main philosopher and he put his faith in PositiveChristianity. This replaced the "Oriental" aspects of Christianity that Hitler disapproved of and replaced them with "positive aspects" – such as racialism, the reintroduction of old Nordic values, the supremacy of the Aryan race and the importance of the individual heroic figure. However, a great deal of Positive Christianity as purported by Rosenberg came across to Hitler as nonsense in itself and he did not shy away from telling his inner circle such.
When Hitler became Chancellor on January 30th 1933, he took a more pragmatic approach to the churches that existed in Germany at the time. There were those in Nazi Germany who believed that Hitler had, in fact, saved the various churches in Germany from communism and in the early days of Nazism few church leaders expressed an overt concern about Hitler.
On July 30th 1933, Hitler signed the Concordat with the Catholic Church. He guaranteed the integrity of the Catholic Church and agreed that it should have its rights and privileges protected. It was made clear that as long as the Catholic Church kept out of politics it would not be troubled.
"In concluding the agreement, Hitler hoped to assure himself of an atmosphere of confidence by impressing world public opinion. He was deeply proud of his first diplomatic success" (Louis Snyder)
However, the success he achieved with the Catholic Church was not replicated with the various Protestant denominations in Germany. They were more concerned about the planned replacement of normal Christian values with those that included 'Blut und Boden' (Blood and Soil). In 1934, Professor Ernst Bergmann put forward his ideas for a new German religion. Bergmann stated that:
1. The Old Testament and many parts of the New Testament were not suitable for a new Germany.
2. Christ was a Nordic martyr who was put to death by the Jews. Christ was a warrior whose death rescued the world from Jewish dominance.
3. Adolf Hitler is the new Messiah sent to earth to save the world from Jews.
4. The swastika should become the symbol of German Christianity.
5. The scared assets of German Christians were German land, German blood, German soul and German art.
"Either we have a German God or none at all. The international God flies with the strongest squadrons – and they are not on the German side. We cannot kneel to a God who pays more attention to the French than to us. We Germans have been forsaken by the Christian God. He is not a just, supernatural God, but a party political God of the others. It is because we believed in him and not in our own German God that we were defeated in the struggle of the nations."
Christians within Nazi Germany – and across the world – were horrified by these statements. German Protestants gathered around the Confessional Church (Bekennniskirche), which worked to maintain the purity of the Evangelical faith. The Confessional Church refused to obey the Reich Bishop of the Reich Church and it declared that Christian beliefs were incompatible with Nazi religious beliefs. This put Confessional Church leaders in a dangerous position. Martin Niemoeller was arrested for sedition. He was found not guilty on many of the charges but was re-arrested and sent to a concentration camp. Dr Karl Barth, a leading German theologian, was sacked from his position as Professor of Theology at Bonn University because he refused to start each lesson of with a 'Heil Hitler' accompanied by a Nazi salute. Dietrich Bonhoffer became part of the opposition movement against Hitler.
The Concordat signed with the Catholic Church did not last long. Once Hitler felt entrenched in power, he ordered Joseph Goebbels to turn the Nazi propaganda machine against the Catholic Church. Monks and nuns were accused of smuggling gold out of Germany while priests were accused of immorality. The Archbishop of Munich-Freising had to be given diplomatic status by the Papacy to save him from arrest (he was made a Papal Legate). The concerns in Rome were such that Pope Pius XI issued 'With Deep Anxiety'. It accused Hitler of treating Catholics in Germany in an inhumane manner and breaking the terms of the Concordat.
June 2012


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Bryanna Clark Grogan's Vegan Feast Kitchen/ 21st Century Table: The kitchen journal of a vegan food writer.. I'm on Facebook and Twitter (see links in sidebar at right).
Friday, September 7, 2012
Last Sunday I realized that I (gulp) hadn't made a potato salad yet this summer! What is wrong with me? I've made all sorts of grainy/beany/vegetable-y/fruity salads this summer, but no potato salads. I needed to take something to a potluck meeting the next day (and DH needed something portable to bring for lunch)-- potato salad would be just the thing, I thought. So,while we were walking our new doggy resident, Pheobe (see picture below), through the winding, up-and-down path in the woods, I was devising a new potato salad in my head. I wanted it to be a-meal-in-itself, not too high in fat, to be lemony and have some Greek components, including something with a pleasant crunch (I thought that fennel would work well here, with it's pleasant anise-like fragrance). As soon as we got home, I set to work on it with what I had in the house, scribbling down ingredients, measurements and instructions as I went.
Printable Recipe
Serves 12 (approximately)
Fennel bulbs |
1/4 cup dry white wine OR dry white vermouth
1 1/2 teaspoons salt
3 cups coarsely chopped fennel bulb
One 19 oz. can white kidney or cannellini beans, rinsed and drained
1 1/2 cups sliced marinated artichoke hearts, drained
1 cup whole pitted kalamata olives (smallish ones)
1/2 cup chopped green onion bottoms or chives
4 tablespoons chopped fresh dill weed OR 1 tablespoon dried
handful of chopped fresh Italian parsley
Lemon Salad Dressing (see below)
1 cup vegan mayonnaise (preferably reduced-fat) OR my homemade low-fat vegan mayo (hemp version here and new VEGG [yolk substitute] version here) OR Tofu Mayonnaise
freshly-ground black pepper to taste
grated zest and juice of 1 large lemon
Lemon Salad Dressing:
1/3 cup aquafaba or Oil Substitute for Salad Dressings
1 1/2 tablespoons extra-virgin olive oil
2 tablespoons lemon juice
1 teaspoon smooth Dijon mustard
3/8 teaspoon salt
1 small clove garlic, crushed
Scrub the potatoes, but don't peel. Cut into 3/4" chunks (more or less) and steam, pressure-steam or micro-steam them until just tender-- not mushy. (Pressure-steaming or micro-steaming are the most energy-efficient [and nutrient-saving] methods, BTW. Regular steaming is preferable to boiling because it conserves nutrition and uses less water, and.thus, less energy to heat up the water.) Place the potatoes in a colander rinse briefly and let drain.
When well-drained, place the potatoes in a large bowl and toss with the wine and salt. Add the fennel, beans, artichoke hearts, olives, green onions, dill and parsley, and toss gently.
Mix up the Lemon Salad Dressing and toss it with the salad. Then fold in the mayonnaise, mixing evenly. Taste for salt and add a liberal grinding of pepper and the zest and juice of the lemon. Mix well.
It's best to let this sit in the refrigerator for a few hours before serving, so that the potatoes soak up some of the flavorful dressing.
Nutrition Facts (calculated using Reduced-Fat Vegenaise-- it would be lower in fat and calories if you use my lowfat vegan mayo, or the Tofu Mayonnaise, and slightly lower if you use the Spectrum reduced-fat mayo) |
Nutrition (per serving): 417.9 calories; 28% calories from fat; 14.0g total fat; 0.0mg cholesterol; 772.1mg sodium; 1648.2mg potassium; 62.0g carbohydrates; 12.6g fiber; 1.4g sugar; 49.4g net carbs; 14.8g protein; 8.7 points. |
4 comments:
- Brenda W. said...
Bryanna ... you must tell us more about Phoebe!! New family member??
- Fri Sep 07, 04:48:00 PM PDT
- Bryanna Clark Grogan said...
Yes, she is, Brenda, though she was a frequent visitor before. She belonged to an older friend who isn't well. She's about 7 and she had been a breeding dog-- not in a puppy mill on concrete, buthaving too many litters and she doesn't really know how to play. But she's a sweet dog, very well-behaved and affectionate. As you can see, she fits right in with the cats!
- Fri Sep 07, 05:00:00 PM PDT
- Matt said...
This is one that I will definitely be trying.
I *love* potato salad, and the addition of piquant greek ingredients sounds fabulous to me, and hearty enough to almost make a meal! Thanks! - Sun Sep 09, 04:48:00 PM PDT
This looks incredible and I love the flavor combination!
- Thu Sep 27, 12:52:00 PM PDT


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Earlier this week we shared a bunch of great duotone wallpapers and today's featured desktop demonstrates how effectively such simple wallpapers can be. DeviantART user apandhi took a cloudy purple wallpaper and added a bunch of nicely organized and themed Rainmeter widgets. Apandhi also used the Windows theme Elune, one of our favorites, to continue with the silvery white aesthetic.
Want to replicate this look? Here's what you'll need:
Background: Clouds
Windows Theme: Elune
Rainmeter customizations:
Facebook Feed Menu: Omnimo 3
Icon Menu: Rossella Launcher (with a few edits)
Weather: ToxxWeather
Statistic Monitors: Implosion 2
Clock: CornerClock
Recycle Bin: Simple Recycle Bin
NewDesktop | apandhi on deviantART
Do you have a great beautifully productive desktop of your own that you'd like to share? Go ahead and post it to the Lifehacker Desktop Show and Tell Flickr Group with a description of how you made it and it may be the next featured desktop.
You can follow Adam Dachis, the author of this post, on Twitter and Facebook. If you'd like to contact him, Twitter is the most effective means of doing so.


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Did you know?
Rochester is home of the world famous Mayo Clinic. It is known world wide for its doctor's expertise and the newest methods of treatments. — www.50states.com
Abstracts are no longer being accepted for SM14.
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All submitted abstracts will be accepted for the summer meeting. Please check the website in late April for the schedule date and time of your presentation(s). A minimum of one-day registration is required for contributed/poster presenters. All presenters must be registered by Tuesday, May 20 in order to have their abstract included in the program.
Presentation Guidelines
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Find out more and become a part of SM2014 on: Facebook| Twitter
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When the trailer for Bill Duke's colorism documentary Dark Girls hit the internets last spring, I distinctly remember wanting to kick somebody in the face and hide under the covers. Yes, I am what some describe as dark brown-skinned. I've been the object of "pretty for a dark skin girl" tomfoolery. I've been compared to Nefertiti, Queen Nzinga, Black Queen Mother Earth and, bizarrely, Erykah Badu. And I've played purse-holder and solo-dancer when rolling with homegirls who have lighter skin, more aquiline features and so-called good hair.
Still, those experiences didn't trigger my violent reaction. What angered me was the paucity of dignity and analysis in the trailer. I wanted to see some sign of the historical, commercial and systemic forces that drive colorism. What I got was quivering lips and running eyeliner, tortured familiarity edited into a dramatic ish-show of sad, sad, sad. As writer Andrea Plaid noted on Racialicious, the preview played on the "pitiful, unloveable dusky Negress trope that can be emotionally exploitive for the participants and for the viewers" and "seemed to be a new spin on the 'unattractive and unmarriable Black woman' trope that's been on the uptick for a minute."
Long story short (ha!), I didn't expect much from the feature. But I'm happy to report how wrong I was. At a recent screening at the world-famous Apollo Theater, hundreds of Black women, men, girls and boys clapped, gasped, laughed and did that "Umm hmm" thing we do at the appropriate moments—which means that the final cut provided us with a range of emotional material to react to. Dark Girls begins with a gorgeous montage of archival images, rooting the contemporary condition of colorism in the peculiar institution of slavery. Great start.
While the trailer featured woman after woman testifying about the myriad ways her family, friends and would-be suitors have torn her to bits, the well-rounded film includes pointed, desperately needed explanation by historians, psychologists, writers, community workers and other experts. In the film, Oscar-nominee Viola Davis talks about intra- and extra-racial colorism; comedian Michael Colyer somehow manages to make colorism funny; a confident teenage girl bristles at a school friend's Facebook recklessness; and an unidentified Brooklyn brother talks about how he loves dark skinned women because he wants his kids to look like pharaohs—then admits, "I sound real ignorant right now." Human touches like these give the dense, tragic material dimension.
To make a huge issue digestible, Duke and his partner D. Channsin Berry divided Dark Girls into distinct parts devoted to history, media, romantic relationships, family and friends and the $32 billion skin lightening industry. And while Dark Girls is centered in the States, it explores colorism in Thailand, Korea, Sierra Leone, Ethiopia, The Dominican Republic and Cuba. In other words, it's global. That's an important point.
By pushing past the usual "Willie Lynch" conspiracy theorizing, the "see what we do to each other?" victim-blaming and the "cain't get a man" wailing, Dark Girls becomes the film equivalent of finding $25 in the couch—a treat you didn't know you had. If it comes to your town, go see it. You won't be sorry.
Akiba Solomon is an NABJ-Award winning writer, freelance journalist, editor and essayist from West Philadelphia. She writes about the intersection between gender and race for Colorlines and is the co-editor of Naked: Black Women Bare All About Their Skin, Hair, Hips, Lips, and Other Parts .


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A speciality food store in Brisbane, Australia is charging visitors a $5 AUD (roughly $5.25) in an effort to stop them from "showrooming." Celiac Supplies, which describes itself as "Brisbane's only glutenfree and wheatfree store," became internet famous yesterday when a Redditor posted an image of a sign announcing the policy. The Australian Associated Press tracked down the store owner, who said that she was forced to put up the sign after spending "hours each week" giving advice to people only to see them leave and buy a similar product elsewhere. "I'm not here to dispense a charity service for [large supermarkets] to make more money." Customers will apparently be refunded the $5 charge on making a purchase.
A fairly new term, showrooming describes shoppers that examine a product in-store before looking online to find the same item cheaper. Although no US stores (that we know of, at least) are levying a tax on perusers, some retailers have implemented new policies to try and keep their customers loyal. Best Buy introduced an internet-price-matching offer and free delivery on out-of-stock items for the holiday season, and last month decided that it would keep the offer in place, declaring the deal "the end of showrooming."


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Development applications that require a land use permit must meet the requirements of the Town's Land Use Ordinance. The ordinance includes provisions for stormwater management (quantity and quality), stream buffers, open space and tree protection. Review recommendations (but not requirements) may also be offered to the applicant that further support Town policies and interests in Low Impact Development, watershed protection and restoration, treatment of existing development under the Jordan Lake Rules, and climate protection/sustainability/green building/renewable energy. Analyses from these tools may be requested/reviewed: the Falls/Jordan Nutrient Loading Tool; the Rainwater Harvester model; and the NC Wildlife Commission Green Growth Toolbox. In addition, advisory boards including theEnvironmental Advisory Board review applications requiring Special and Conditional Use permits and rezonings and develop environmental review recommendations.
2.12 The Town should limit development in sensitive areas such as the watershed, wetlands, and other areas the development of which could adversely affect water supplies and habitat. The Town's restrictions on development within the University Lake Watershed should be retained and enforced.2.21 The Town should continue to require the preservation and maintenance of open space when land is developed, to enforce restraints on clear-cutting, and to require adequate buffers.2.22 Where development is deemed acceptable, there should be well defined dense development with areas of well preserved open space.3.1 In the interest of environmental preservation, new commercial development must minimize negative environmental impact, it must emphasize appropriate buffers, and it must not compromise the integrity of established neighborhoods.


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Welcome to Money Talks – Where we find out just how far people will go for cold, hard, cash! We show how far will go people for money! |
This week on money talks havoc is looking for some people to be street performers for us. she is walking around the beach and finds a couple who is willing to put on some body paint and be our sex statues. they hang out on the boardwalk and change sex positions as bystanders tip them. next we play volley ball s and m style. havoc pays these two dudes to put some gimp gear on and play a couple of hotties while they get beat into submission. last but not least our crew is combing the beach for some spring breakers. we get some titty flashes and pay a poor fool to hop in a garbage can for some cash. this one cutie pie named hailey is willing to hop in the ride with us and play some games for a nice wad of green. once inside our ride she is fair game and open for some fun. jmac gives this spring party girl some down south dick. |
Click here fore more Money Talks episodes and sex addict bitches! |


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car insurance
Our car is often more than just a means of transport. For many of us, it's a valued possession, reflecting our personality and making a statement about who we are in the world. For most of us, our car is our pride and joy.
Just as 'cars ain't just cars', so too car insurances differ. But how? For many people, it's like comparing apples with oranges.
Our friendly and experienced consultants know all the right questions to ask you to ensure you get the right insurance at the right price – and still get to choose which repairer you want to fix your car should the need arise.
Our service and advice is just the beginning …


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The most comprehensive answers to all your questions are online at www.ritaohio.com. You can also call the around the clock self-service representatives at RITA 1-800-860-7482. To call the local RITA office during work hours (8 a.m. to 5 p.m.) call 440-526-0900. You can also call the City of Tallmadge Finance Office at 330-633-5599 Monday through Friday from 7:30 a.m. to 4:00 p.m. Click here to access the
The City has a 2.25% income tax rate.
You must file and pay 2021 Federal, State, and RITA City income taxes by April 18, 2022.
RITA City Income Tax Estimated Taxes are due:
1st Quarter by April 18.
2nd Quarter by June 15.
3rd Quarter by September 15.
4th Quarter by December 15.
City of Tallmadge water and sewer bills can be paid via the Online Payment Portal or by phone at 1-855-329-0850. If you have questions on your utility bill or concerns regarding your consumption, please call the Tallmadge Utilities Department at 330-633-0851.
In 2016 the city participated in the GFOA's Popular Annual Financial Reporting (PAFR) Award Program for the first time and received the award for its 2015 PAFR report. The program was created in 1991 by the GFOA to encourage and assist state and local governments to produce high quality popular annual financial reports specifically designed to be readily accessible and easily understandable to the general public and other interested parties without a background in public finance.
See the Annual Financial Reports webpage for these reports.


text: There is no wrong way to take a selfie. The medium has grown into its own form of self-expression, and the artistic choices people make are as varied as the faces themselves. On Tuesday, President Barack Obama was photographed taking a selfie with Denmark Prime Minister Helle Thorning-Schmidt and UK Prime Minister David Cameron at a memorial service for Nelson Mandela. The incident has attracted attention and criticism, but one thing is clear: It has helped cement 2013's status as the year of the selfie. "Selfie" was named word of the year for 2013 by the Oxford Dictionary, which defines it as a self-portrait that is typically taken with a smartphone camera and posted to social media like Instagram, Twitter and Facebook. If you want to get in on the trend, here are some tips on taking the best possible selfie. Compose yourself Smartphone cameras are not the best cameras, but they have one major advantage that has helped them kill the point and shoot market: convenience. People always have their phones with them. To get the best possible shot out of a smartphone, use the higher resolution back-facing camera. If you are using the front camera, handy for getting the exact framing you want, make sure you tear your eyes off yourself long enough to look into the lens for the photo. If you hold the camera too close to your head you might experience some lens distortion, making your face and features look wider than they really are. Hold the camera far away from your face for the most flattering look, but be aware of that outstretched arm. If you change your posture to extend it too much, it can cause you to face the camera at a bad angle or make a straining face. Distance is also necessary if you have to use the flash. Too close and you can blow out your features, take on a sickly yellow hue, or temporarily blind yourself. Make sure you are lit from the front or the side. If you're standing in front of a bright light source, your face might be completely in the dark and the background properly exposed. If you focus on your face, the background can end up a bright white blur. Background check You are the star of your selfie, but that doesn't mean you should ignore what's behind you. Turn around and check out your backdrop. Be aware of potentially odd intersections, like a beam or tree that would appear to be sticking out of your head. Look for potential photo bombers lurking about, or a scene that would accidentally be a bad match for your cheerful, smiling face, like a funeral procession or house fire. If you truly want your face and nothing but your face to be the focus of the shot, choose a neutral, empty background like a wall, or fill the frame with your visage. Often with selfies, the setting is the reason for the photo. Perhaps you are traveling and want to document yourself in front of the Taj Mahal or Golden Gate Bridge. Offset your face so there's room in the frame to capture the scenery. It's still a selfie if you use a tripod and timer to take the picture, which would allow you to blend in more with your surroundings. Pull in guest stars If you find yourself sitting next to someone famous like, say, the president of the United States of America, ask him if he's game to take a group selfie you can show your friends back in Denmark. When taking group shots, especially with strangers who are indulging you, always use the front-facing camera. Even though the back camera on smartphones is higher quality, it is harder to correctly compose an image without seeing the preview on the screen. You don't want to accidentally cut someone out or awkwardly have to re-take the picture. If necessary, it is acceptable to ask the President to help steady your camera. Selfies have emerged as an acceptable way to document important world events, especially ones that involve crowds. In Thailand, protesters at recent anti-government rallies posted a number of great selfies that showed a more personal angle of a larger news story. All by my selfie! Blogger shows how to take travel photos by yourself Fix your face "Pig nose, giant forehead and beefy shoulder are all preventable selfie faux pas," says model and artist Gina Teichert, who is working on a series of paintings based on her selfies. She recommends making sure your head is tilted down enough that you are not getting a selfie of the inside of your nose, and not turning your head more than 30 degrees in any direction, which can cause foreshortening. Focusing too much on looking attractive can get in the way. Some people decide they look best making a particular face and stick to it religiously. (This has led to the dreaded duckface phenomenon.) Don't be afraid to put aside vanity and mix up your expressions to show different emotions, angles and crops. Try on a style Some of the most interesting selfie-ographers have picked a specific style or look for their self-portraits. Spanish Instagram user Isabelitavirtual posts stunning, artistic fashion photos of herself while keeping her face from view. Palomaparrot picks vast white backdrops for her minimalist selfies. We already said mixing up your facial expressions is good, but sometimes having the exact same look in every photo can be pretty fantastic, too. Just ask Benny Winfield Jr., the self described "leader of the selfie movement." Winfield has hundreds of photos of himself sporting the exact same smile in every single shot. It is entertaining and very impressive. The theme doesn't have to be visual. Professional skater Steve Berra took a selfie every single day for 366 days. The style and setting differs from day to day; the overall product is a unique way to document a year in his life. Selfie named word of the year for 2013 Follow the trends Sometimes a specific selfie trend will sweep social media. Look out for interesting hashtags and join the fun. For example, Thursdays have become "throwback Thursdays," or #tbt, when people post photos of themselves from years gone by. Many of these are selfies, miraculously taken before the word selfie was a thing. After Gawker site Jezebel posted a rant calling selfies a cry for help, people on Twitter who argued they could be an empowering way to promote different standards of beauty started posting selfies with the hashtag #feministselfie. The #fromwhereistand tag is for people taking shots of their feet and the surrounding scene, like piles of fall leaves, sandy beaches or other interesting spots. Opinion: What's the etiquette of 'selfies' at funerals? Be smart about timing There have been some odd and controversial selfie trends in the past year, including young folks behind the wheel taking photos with one hand while driving, or people taking shots of themselves at funerals. A high school student snapped a photo of himself standing in front of his pregnant teacher, who appeared to be going into labor. The shot quickly went viral. Some wealthy kids on Instagram post photos of themselves indulging in expensive leisure activities, like showering in champagne and jumping off yachts. They tag the images with the tag #weatlh. Take a moment to consider what's going on around you and if taking a selfie is in good taste. Also, remember all the people who will be able to see it online – forever. Post-pregnancy fitness selfies: Why do they make us crazy?


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To facilitate implementation of Article 5, Parties recognized the need for a harmonized framework for elaboration of comparable release inventories of Annex C chemicals, and for detailed state-of the-art guidelines on best available techniques and guidance on best environmental practices.
The Guidelines on best available techniques and guidance on best environmental practices provide the necessary guidance called for in paragraph c) of the Article 5:
Note: Language versions will be made available subject to the availability of resources.
The guidelines can be used by different audiences that are involved in the implementation of the Stockholm Convention at the national level, such as policy makers, regulatory authorities, engineers, other technical users, other stakeholders and interested parties.
It is suggested that users refer to the following sections:


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Notice: this Wiki will be going read only early in 2024 and edits will no longer be possible. Please see: https://gitlab.eclipse.org/eclipsefdn/helpdesk/-/wikis/Wiki-shutdown-plan for the plan.
Libra/Getting Started
Getting Started
Installation and Use
The Libra features can be installed from the p2 repository of the Indigo Simultaenous Release (since Indigo M6). As a prerequisite you may install Eclipse IDE for Java EE Developers.
The update site contains:
- OSGi Bundle Facet feature that introduces:
- A new facet OSGi Bundle for Dynamic Web, JPA and Utility projects.
- Wizard for converting WTP standard projects to OSGi Enterprise bundle projects:
- Dynamic Web projects to Web Application Bundle projects
- JPA projects to Persistent Bundle projects
- Utility projects and simple Java projects to OSGi Bundle projects
- Both options modify project's MANIFEST.MF in order to become a valid OSGi bundle.
The facet may be enabled during the project creation or after that from the Properties page of the project. The wizard is available from project's context menu Configure > Convert to OSGi Bundle Projects...
Note that you may need to adjust your target platform accordingly.
- WAR Products feature which provides WAR deployment for Equinox based applications
Create new Web Application Bundle
- Call the New Dymanic Web Project wizard: New > Project... > Web > Dynamic Web Project
- Enter the necessary project information like Project name, Target runtime, etc.
- Add the OSGi Bundle facet in the Configuration:
- Click on the Modify... button in the Configuration group.
- Choose the OSGi Bundle facet in the Project Facets dialog and click OK.
- Click Finish to create the Web Application Bundle project.
Create new OSGi Bundle
- Call the New Faceted Project wizard: New > Project... > General > Faceted Project
- Enter the necessary project information like Project name.
- Click the Next button.
- Select the OSGi Bundle and Java facets.
- Click Finish to create the OSGi Bundle project.
Obtaining Sources
You can find the sources available in Git repository
In order to synchronize them locally, you may use the EGit step-by-step procedure.
The EGit/User Guide provides detailed instruction how to work with EGit.
Updating/Installing EGit
- Start your Eclipse IDE and navigate to Help->Install New Software->Add...
- Enter the software update site [1]
- Select the Eclipse EGit (Incubation) and Eclipse JGit (Incubation) and choose Next> to finish the installation.
During the installation you will be asked to accept the License Agreements.
Identifying Yourself
To identify yourself, follow these instructions these instructions
Setting up the Home Directory on Windows
To set up the HOME directory, go through these steps
Configuring SSH in Eclipse
To configure ssh, proceed as follows.
Clone Git Repository
- Open the Git Repository Exploring perspective and in the Git Repositories view choose the Clone a Git Repository toolbar button
- In the URI field of the opened Clone Git Repository wizard enter the URI of the libra git repository: [2] and choose Next
- Select the added repository and from its context menu choose Import Projects...
- Expand the repository tree to Remote Tracking level, select the remote branch origin/master and from its context menu choose Create Branch... to create a new local branch
Updating Sources
To keep the sources up to date you have to pull the new changes from the upstream branch.
Build Infrastructure
The build is based on Maven (at least 3.0.0) and Tycho, executed on the Hudson server, hosted at Eclipse Foundation.
There are two Hudson jobs available for Libra:
- libra - for building the master git branch.
Maven Build Sequence
Complete build sequence for a clean build (assuming $M2_HOME/bin is on the path and local Maven repository at ~/.m2/repository):
[~/org.eclipse.libra/development/org.eclipse.libra.releng] $ mvn clean install
Note that you may need to configure your proxy settings
Proposing and Committing a Patch
The patch file contains a description of changes of a set of resources which can be automatically applied to another eclipse workspace or git repository. If you want to propose or commit a patch you need to know that the Eclipse update hook will examine the Committer's entries of an incoming push. All the committer's entries have to be made by the committer performing the push, otherwise the push will fail. Furthermore, your committer ID, or the committer e-mail address registered with your committer account at the Eclipse Foundation must be present in the Committer Email record. For more information on that restriction see: this page.
Proposing a Patch
If you want commit a change on a local feature or bugfix branch and then to export this change into a patch file, follow the steps below:
- Open a bug
- Specify the bug component (General; OSGi Facet or WAR)
- Complete the fields about the product version, bug severity, type of your hardware, operating systems and write a summary and description of the patch
- Open the History view of your Eclipse IDE and choose Create Patch... (The patch file will contain the difference between the commit and its parent in the history view. Note that the filter of the history view applies also for patch creation.)
- Start the Patch Wizard, select the location of the patch and choose Next (The name of the patch file is created from the first line of the commit message.)
- Change the patch format, if necessary.
- Attach the patch created to the bug
- Submit the bug
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GEMS guides are listed below alphabetically by title. Scroll down to review the list. Detailed descriptions are available by selecting "more" after each title.
GEMS Teacher's Guides are clearly organized, easy to use, and do not require any special background in math or science. Each classroom session includes an overview, materials list, and preparation steps, followed by clear, step-by-step instructions for effective classroom presentation. Background information is provided for the teacher, along with photographs, illustrations, and, often, examples of student work. Throughout each guide are comments on presentation strategies and practical advice to help the teacher, many suggested by teachers who tested the units. Professional development workshops are also available for those who want to learn more about GEMS Teacher's Guides and how they can be made a part of a comprehensive science curriculum.
Looking for literature connections and suggestions for further reading? Look for the "Literature Connections" button below the cover illustration on the detailed product page. (Some do not have literature connections; in those cases, you'll find the literature connections in the printed guide itself.)
See also the recommended sequences of GEMS units by grade and subject.
Where you find the PEACHES logo in the list of titles below, you will find products appropriate for preschoolers and other young children. Just scroll through the list to find these GEMS for early learners.
You can also search by grade level and general subject area.
Need to know what materials you'll need to present a unit? Check here.
Acid Rain Grades 68; 8 sessions/176 Pages (see online orientation video) This unit fosters substantial scientific inquiry skills as students learn about acids and the pH scale through a number of hands-on activities. Students analyze sophisticated environmental issues and consider the complexity of environmental decisions. A great companion guide to Global Warming & The Greenhouse Effect. More.
Algebraic Reasoning: Professor Arbegla Introduces Variables and Functions Grades 35; 6 sessions/140 Pages Professor Arbegla's "Fabulous Function Machine" helps build a foundation in algebraic reasoning. Students gain essential algebraic understandings, learn about equations, and apply what they've learned. Makes strong connections to the National Council of Teachers of Mathematics principles and standards. More.
Animal Defenses PreschoolK; 2 Sessions/52 pages Beginning with an imaginary defenseless animal, this highly visual unit teaches children about defensive adaptations in the animal world. Like Hide a Butterfly, this is an excellent way to introduce biological concepts of predator/prey and help youngsters recognize defensive structures and behaviors. More. Ant Homes Under the Ground Preschool1; 5 Activities/116 pages These delightful science- and math-integrated activities introduce young children to ant behavior using role-play, cooperative exercises, and close observation of live ants. A large poster is assembled in stages to highlight ant tunnels, food, social structure, and life cycle. More. Aquatic Habitats Grades 26; 5 Activities/136 pages These engaging life science activities, in which students set up and observe living desktop ponds in the classroom, convey key environmental concepts and illustrate the interactive nature of living ecosystems. An excellent complement to Schoolyard Ecology and Terrarium Habitats. More. Bubble Festival Kindergarten6; 12 Activities/176 pages These captivating, bubble-centric tabletop learning stations are packed with math and science content. The unit (a natural lead-in to Bubble-ology) includes detailed teacher assistance with classroom logistics, writing and literature extensions, and tips for setting up an all-school bubble festival. More. Bubble-ology Grades 58; 10 Sessions/80 pages (see online orientation video) Imaginative experiments with soap bubbles introduce students to solid science, technology, and math content. Students have a ball as they learn important concepts in chemistry and physics, devising a number of experiments and drawing conclusions. Builds nicely on Bubble Festival. More. Build It! Festival Kindergarten6; 9 Activities/224 pages This units wealth of learning-station activities help students make real-world connections as they focus on construction, geometric challenges, and spatial visualization. Geometry background is provided. Requires pattern blocks and polyhedra, but patterns for shapes and tangrams are provided. More. Buzzing A Hive Kindergarten3; 6 Activities/146 pages (see online orientation video) This guide explores the complex social behavior, communication, and hive environment of the honeybee through activities that mix art, literature, role-play, and drama. (Live bees are not a part of this unit.) A nice entomological partner to Ant Homes Under the Ground, Hide a Butterfly, and Ladybugs. More. Chemical Reactions Grades 68; 2 Sessions/40 pages An ordinary zip-locking bag becomes a safe and spectacular laboratory as students mix chemicals that bubble, change color, and produce gas, heat, and odor. A terrific introduction to chemistry, this guide is often adapted for lower grade levels. More. Color Analyzers Grades 58; 5 Sessions/88 pages Why does an apple look red? Students investigate light and color, experimenting with diffraction gratings and color filters. An updated and enhanced version of the classic GEMS Teacher Guide, this makes a great complement to More than Magnifiers and Microscopic Explorations. More. Convection: A Current Event Grades 68; 3 Sessions/60 pages Students explore this important process by observing and charting the convection currents in a liquid, discovering one of the ways in which heat moves. They learn that convection affects the Earths crust and volcanic eruptions, the weather, the wind, and many other natural events. Connects nicely to Discovering Density. More. Crime Lab Chemistry Grades 48; 5 Sessions/91 pages (see online orientation video) Recently updated and expanded, in this forensic science primer student detectives use paper chromatography to investigate solubility, pigments, and separation of mixtures. New activities provide opportunities to explore and understand scientific models. See also Fingerprinting and Mystery Festival. More. Discovering Density Grades 68; 5 Sessions/80 pages Why does ice cream float in root beer? Exploring real-life connections, students delve into the concept of density with secret formula sheets, a number of Puzzling Scenarios, and a liquid-layering activity. The mathematical equation for density is also introduced. More. Dry Ice Investigations Grades 68; 4 Activities/212 pages The intriguing behavior of dry ice ushers students into understandings of inquiry and essential concepts of matter, gases, and chemistry. Provides compelling experience in scientific investigation while introducing the particulate theory of matter, phase change, the nature of gases, and the history of science. (See also Chemical Reactions.) More. Earth, Moon, and Stars Grades 58; 6 Activities/100 pages (see related activity) (see online orientation video) Students learn a great deal about the Earth and astronomy with modeling and observation activities that focus on gravity, the shape of our planet, moon phases and eclipses, and the stars. A questionnaire on the Earths shape and gravity makes an excellent pre- and post-assessment tool. See also Messages from Space and Moons of Jupiter. More.
Early Adventures in Algebra Grades 12; 9 Sessions/123 pages Designed to build a foundation in algebraic thinking for students in the early primary grades. Students learn the important role zero plays in our number system, solve for unknowns, explore equality and inequality, and are introduced to algebraic symbols. Builds crucial scaffolding for more complex algebraic reasoning in later grades. More. Eggs Eggs Everywhere Preschool1; 4 Activities/84 pages This unit introduces young children to the wonders of eggs of all kinds, developing age-appropriate concepts in biology and life science. Activities combine literature, math, role-playing, drama, and art, and introduce sorting, classifying, and graphing. More.
Electric Circuits: Inventive Physical Science Activities Grades 36; 11 Sessions/264 pages This flexible unit opens with conductors, insulators, and simple closed circuits; these early sessions can combine to serve as a basic electricity unit. In later, more advanced sessions, students read circuit diagrams, build circuits, and learn about series and parallel circuits. More. Elephants and Their Young Preschool1; 4 Activities/112 pages With art, drama, and role-play, young children learn all about the African elephants unique body structure and fascinating social behaviors. Math and science concepts include measurement, weight, volume, and comparisons of many kinds. More. Environmental Detectives Grades 58; 8 Activities/264 pages In this challenging unit, built around a fictional environmental-damage scenario, students learn of the interconnectedness of the natural world and the complexity of many environmental problems. Students consider pollution from many sources, perform chemical and biological tests to finger the culprit(s), and track changes in predator-prey relationships. More. Fingerprinting Grades 48; 3 Sessions/72 pages (see online orientation video) Students explore the characteristics of fingerprints in these fingers-on activities, devising their own classification categories and applying their skills to solve a crime. (The technique uses pencil and tape, not ink.) Makes a good partner in crime to Crime Lab Chemistry and an excellent opener for Mystery Festival. More. Frog Math: Predict, Ponder, Play Kindergarten3; 6 Sessions/112 pages In an artful interweaving of math and literature, this unit begins with free exploration of buttons and leads to age-appropriate sorting, classifying, and graphing activities. The children develop strategic-thinking skills and are introduced to the concept of probability. More. Global Warming and the Greenhouse Effect Grades 78; 8 Sessions/184 pages This guides hands-on activities and experiments investigate a crucial environmental issue and help students see environmental problems from different points of view. Students also play simulation games and hold a world conference on global warming. Acid Rain makes a good environmental partner. More. Group Solutions: Cooperative Logic Activities for Grades K-4 Kindergarten4; More than 50 Activities/151 pages More. Group Solutions Too!: More Cooperative Logic Activities for Grades K-4 Kindergarten4 More than 50 Activities/216 pages More. The activities in these popular guides are designed for groups of four. Students receive clues to share with their group, then have to work cooperatively to find the solution. The guides provide help with cooperative learning and logic in the classroom, and include sections on bilingual presentation. Height-O-Meters Grades 68 A prerequisite for Experimenting with Model Rockets this unit introduces students to the principle of triangulation (measuring angles) to determine heights and trajectories. Now out of print, it is available for free download. More. Hide A Butterfly PreschoolK; 3 Sessions/44 pages This guide introduces children to the basic concepts of protective coloration as they learn to identify parts of a flower, create a nature-scene mural, learn about butterflies, and talk about animals they may have seen in the wild. (Camouflage is also explored in Animal Defenses.) More. Hot Water and Warm Homes from Sunlight Grades 48; 5 Sessions/80 pages In this environmental unit, students build model houses and hot-water heaters to focus on solar power. They determine how windows can affect heat, and conduct controlled experiments. Connects well to Global Warming & the Greenhouse Effect. More. In All Probability: Investigations in Probability and Data Analysis Grades 35; 13 Sessions/140 pages Students gain confidence in these concepts as they investigate chance, gather and analyze data, make predictions, and draw conclusions. The unit provides a solid basis for the development of much-needed real-life understandings and skills. More. Investigating Artifacts: Making Masks, Creating Myths, Exploring Middens Kindergarten6; 6 Sessions/120 pages This rich unit introduces children to the concepts of inference and evidence with activities relating to anthropology, archaeology, and diverse Native American and world cultures. Students sort and classify natural objects, make masks and create myths, and excavate a shoe box midden. More. Invisible Universe: The Electromagnetic Spectrum from Radio Waves to Gamma Rays Grades 68; 5 Activities/116 pages In an investigation of the electromagnetic spectrum students examine wave motion, then face challenges at invisible energy stations, including infrared (TV remote); radio; ultraviolet (black light) and others. They learn that these have become powerful tools in astronomy. Students are also introduced to Gamma Ray Bursts and ponder the most powerful explosions in the Universe. Many color images are included in the Tour of the Universe. More. Involving Dissolving Grades 13; 4 Activities/72 pages (see online orientation video) This guide, like Liquid Explorations and Secret Formulas, creates a very positive early experience with chemistry. Here students explore the concepts of dissolving, evaporation, and crystallization. Using familiar substances, they create homemade gel-o colorful disks, and crystals that emerge on black paper to make a starry night. More. Ladybugs Preschool1; 5 Activities/99 pages This popular unit uses the charm of ladybugs to present key science and math concepts relating to animal adaptation, ecology, and interdependence. Children learn about ladybug body structure, symmetry, life cycle, defensive behavior, and foods. Use of live ladybugs is optional. Great with Buzzing a Hive and Hide a Butterfly. More. Learning About Learning Grades 68; 10 Activities/220 pages These unique, multidisciplinary activities focus students on their own learning and how other animals learn. The unit also explores related social issues, including occupational health, drug use, brain research, and scientific ethics. More. Life through Time Grades 58; 7 Sessions/358 pages Through time-travel activities, students grasp the mammoth scale of geologic time and the major benchmarks in evolution, from the earliest single-celled organism to the most recent mammals. Evolving dioramas chronicle life-forms and habitats from five evolutionary ages. Ten color backdrops included. More. Liquid Explorations Grades 13; 5 Activities/80 pages (see online orientation video) A great way to introduce young students to the properties of liquids, and (like Involving Dissolving and Secret Formulas) an excellent physical science unit for primary grades. Activities include classification, observation, and experimentation; one activity supports discussion of oil slicks and other environmental issues. More.
Living with a Star Grades 68; 6 Activities/170 pages Students unveil our dynamic relationship with the Sun through a space-weather mystery, a mock mission from Earth's atmosphere to outer space, ultraviolet experiments, and more. This NASA-inspired unit focuses on the impact of electromagnetic energy and solar particles on Earth. CD-ROM included. More. Math Around the World Grades 58; 8 Games/200 pages (see related activities Shongo Networks and Tower of Hanoi) This stimulating unit uses games and puzzles from many continents to explore mathematics in a multicultural, international context. Each game can be presented as a two- or three-session activity or at a stand-alone learning station. Maps and historical connections provide a social studies element. More. Math on the Menu Grades 35; 5 Activities/144 pages This unit provides strong math learning experiences in a real-world context, as students plan and expand menus, determine ingredients, analyze costs, set prices, and design a restaurant floor plan. Students work with data organization and analysis, explore aspects of statistics, and strengthen their sense of numbers, math, and money. More.
Matter: Solids, Liquids & Gases Grades 13; 5 Activities/128 pages In a succession of intriguing hands-on learning station activities, students gather, apply, and reflect on physical evidence, just as scientists do, and learn what matter is—and what it is not. Students learn about the properties of solids, liquids, and gases, and apply this knowledge to common objects in the world around them. More. Messages from Space Grades 58; 6 Activities/192 pages This exciting unit opens with a binary-coded message from space and takes the class on a journey through our solar system and beyond. Students model size and distance, explore how systems may have formed, ponder stellar life zones, and design space travel brochures. See also Earth, Moon, and Stars and Moons of Jupiter. More. Microscopic Explorations Grades 48; 10 Learning Stations/168 pages The interdisciplinary richness of these learning stations presents a wide spectrum of scientific investigation. Students expand their understanding of science, research, and how microscopic and related techniques contribute to diverse fields. Color Analyzers and More than Magnifiers connect well. More. Moons of Jupiter Grades 48; 5 Activities/112 pages Observing and recording moon orbits over time, students reenact Galileos historic telescopic study of Jupiters moons and learn why his observations contributed to the birth of modern astronomy. Students experiment with craters, create scale models, and take a tour of the Jupiter system. See also Earth, Moon, and Stars and Messages from Space. A set of overheads must be purchased separately or downloaded as a PDF file. More. More Than Magnifiers Grades 68 4 Activities/68 pages In this ingenious unit on physics, optics, and light, students use two lenses in different ways to create optical instruments and learn how the measurable properties of lenses are used in magnifiers, simple cameras, telescopes, and slide projectors. A great partner to Color Analyzers and Microscopic Explorations. More. Mother Opossum and Her Babies Preschool1; 3 Activities/100 pages Integrating math with life science, these activities for young children use role-play, drama, measurement, and comparison to study opossum adaptations. Students learn about marsupial pouches and the development of baby opossums, and about the famous trick of playing possum. More. Mystery Festival Grades 28; 10 Sessions/268 pages This extremely popular forensic science unit features two imaginative and compelling mysteries, one for younger and one for older children. Students learn to distinguish evidence from inference, and conduct such crime-lab investigations as thread tests, powder tests, DNA comparisons, chromatography, and fingerprinting. More. Ocean Currents Grades 58; 7 Activities (11 Sessions)/184 pages This companion guide to Only One Ocean provides fascinating, real-world insights into the causes and effects of marine currents. Students explore how wind, temperature, salinity, and density set water in motion. They learn how the ocean makes our planet livable and transports nutrients, people, and pollution. Makes a strong connection to Discovering Density. More. Of Cabbages and Chemistry Grades 48; 4 Sessions/88 pages In this unit (an excellent lead-in to Acid Rain), students explore acids and bases using the special indicator properties of red cabbage juice. They learn that chemicals can be grouped by behaviors, and relate acids and bases to their own daily experience. More. Only One Ocean Grades 58; 3 Activities/202 pages This comprehensive companion to Ocean Currents interweaves the concepts of connected ocean basins, animal adaptation, and sustainable fisheries. Its highlight, a classroom squid dissection conducted by student pairs, leads to activities about ocean fisheries and diminishing resources. Students brainstorm and present possible solutions in a world conference. More. On Sandy Shores Grades 24; 5 Activities/212 pages These marine activities allow students to deepen their understanding of sand, animals, biological and ecological interactions, and personal responsibility for the environment. Designed to be used in culturally diverse classrooms and with English-language learners. More. Oobleck: What Do Scientists Do? New GEMS Version! Grades 48; 4 Sessions + 2 optional/104 pages (see online orientation video) This immensely popular unit has been updated, but the strangely behaving substance called Oobleck still provides high engagement while students gain authentic insight into real-world scientific inquiry. Students are totally engaged in observation, hands-on investigation, a scientific convention, and spacecraft design. More. Paper Towel Testing Grades 58; 4 Sessions/48 pages This unit is a stimulating introduction to consumer science and controlled experimentation. Students rank the qualities of four paper towel brands, compare the costs of each, and determine which brand is the best buy. Can be expanded to test other consumer items. More. Penguins And Their Young Preschool1; 4 Activities/80 pages This appealing guide addresses important math concepts and skills as children learn about the adaptations and environment of the emperor penguin. With role-play, drama, and multisensory games, children integrate language learning with mathematics and the physical and life sciences. More. TEMPORARILY UNAVAILABLE Plate Tectonics: The Way the Earth Works Grades 68; 8 Sessions/224 pages These groundbreaking earth science activitiesincluding models of erupting volcanoes, strike-slip faults, and sea-floor spreadingreveal the dynamic nature of the Earths crust. Like real earth scientists, students conduct research at key geological sites around the world and record observations, calculations, and conclusions in a geological field notebook. An expansive complement to Stories in Stone. More. The Real Reasons for Seasons Grades 68; 8 Activities/140 pages Sponsored by NASA and carefully developed to help students overcome persistent misconceptions about the causes of the seasons, this unit features modeling and hands-on activities. Includes a CD-ROM with a wide selection of photographs, films, Web links, simulations, and software. Earth, Moon, and Stars would make an excellent introductory unit. More. River Cutters Grades 68; 7 Sessions/120 pages This popular unit explores the concepts of erosion, pollution, toxic waste, and human manipulation of rivers. Students create river models, acquire geological terminology, and begin to understand geologic time. More. Schoolyard Ecology Grades 36; 5 Activities/120 pages This guide is designed to nurture curiosity about patterns and interactions in nature, beginning with students immediate environment: the schoolyard and its inhabitants. Students develop sampling, mapping, and related math and environmental-writing skills. A great life science companion to Terrarium Habitats. More.
Secret Formulas Grades 13; 9 Sessions/160 pages In these compelling physical science activities, children investigate the properties of substances as they make their own personal brands of paste, toothpaste, cola, and ice cream. Like Involving Dissolving and Liquid Explorations, the unit provides real-life experiences with chemistry and conveys key science/math skills and concepts, including cause and effect. More. Sifting Through Science Kindergarten2; 4 Activities/104 pages This units three free-exploration learning stations integrate math, graphing, and data analysis as children investigate various physical properties of objects. In a culminating whole-class activity, students separate materials using the knowledge, tools, and techniques theyve learned. More. Stories in Stone Grades 48; 8 Sessions/164 pages This earth science unit explores the formation of igneous, sedimentary, and metamorphic rocks. Students distinguish and classify rocks and minerals, observe formation of salt crystals and make model crystal shapes, and use clay-modeling activities to learn about the rock cycle and more. A strong curricular companion to Plate Tectonics. More. Terrarium Habitats Kindergarten6; 5 Activities/92 pages These life science activities bring the natural world into your classroom and deepen childrens understanding of and connection to all living things. Students investigate soil, design and populate terrariums, and observe and record changes over time. Schoolyard Ecology makes a great next step. More. Treasure Boxes Kindergarten3; 6 Activities/102 pages This guide builds on childrens fascination with collections of small, everyday objects to introduce discrete mathematics, statistics, numbers, logic, and language in a cooperative learning environment. Graphing, sorting, and classification activities also encourage appreciation for recycling. More. Tree Homes Preschool1; 6 Activities/92 pages These activities focus on appreciation for trees and the animals that live in them, stimulating childrens interest in the natural world and emphasizing the biological need for warmth and shelter. Students use role-play to understand adaptation and deepen their math learning by sorting, classifying, and measuring. More.
Vitamin C Testing Grades 48; 4 Sessions/64 pages Students are introduced to chemistry experiments, nutrition, and consumer science in this complement to Paper Towel Testing. Students perform a simple chemical test to compare vitamin-C content of different juices and graph the results. Older students can investigate the further effects of heat and freezing. This title is available as a free PDF. More.


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